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Allocation of Resources

Aligned with
Continuous
Improvement Plan

Selena Frizzley
Holy Spirit Catholic
School Division
Continuous Improvement Priority #1: Staff and Students
Plan 2016-2019 will grow in their faith and
experience the richness of
Catholic Faith

There seems to be a focus at the


Divisional level to support their goals
and offer Divisional PD

Director of Religious Education

Extra funding can be requested


Priority #2: All students will
develop literacy and
numeracy skills that will
prepare them for the
changing future.
Director focusing on literacy and
numeracy
Creating our own Common Math
Assessment.
Studied the results, looking at
moving forward .
Creating our own Common
Literacy Assessment.
Grade level meeting all substitute
teachers payment is covered.
Learning Coach

Focusing on Div I literacy in high


needs elementary schools

Providing PD and school level


coaching during collaborative
times.

Focusing on targeted
interventions to enhance
learning.
Priority #3: All students will
develop literacy and
numeracy skills that will
prepare them for a changing
future.
Director of Religious Education is
also in charge of First Nations,
Metis and Inuit students
Additional Administrative
Assistant time is put into help
this director.
Division Principal
First Nations, Metis and Inuit
workers are allocated to certain
schools
Thinking Differently...
To access resources one
needs to think differently and
budget differently.
We have been able to use our
funds and turn them into
creative ways to meet the
needs at our school.
Budget needs to account for
staff PD, Substitute costs,
meeting snacks.
Rising Spirit
Project-Hope
Through Healing,
Wisdom,
Understanding,
and Wellness
Priority #4: Stakeholders will
be well-engaged in the
education system
Increased level of family and
community involvement

Building sustainable partnerships


Leadership Skills...
Developing confidence, positive habits

and good leadership skills in students

has proven to increase ones academic

evaluations as well as leadership in

cultural groups that are in need.

Bowman (2013)
Increase in student
academic results in
Benefits
literacy and numeracy.
Increase in student
attendance
Less referrals to the
office for behavioral
concerns
Greater sense of
connection to the school
community
(Covey, 2008).
our office
References:

References:
Alberta Education (2016). Accountability Pillar Results for Annual Education Results Report
(AERR). Edmonton, Alberta. Retrieved from https://education.alberta.ca/accountability-pillar/about-the-pillar/

Alberta Education (2016) Accountability Pillar Results for Annual Education Results Report
(AERR) First Nations, Metis and Inuit (FNMI) Report. Edmonton, Alberta. Retrieved from
https://education.alberta.ca/accountability-pillar/about-the-pillar/

Bowman, R. F. (2013). Learning Leadership Skills in Middle School. Clearing House 86 (2),
5963. doi: 10.1080/00098655.2012.744291.

Covey, S.R. (2008). The leader in me: How schools and parents around the world are inspiring
greatness, one child at a time. New York, NY: Free Press.
References cont

Holy Spirit Roman Catholic Separate Regional Division No. 4.(2015). 2014/2015 Annual
Education Results Report & 2015-2018 Three year Education Plan. Retrieved from
http://www.holyspirit.ab.ca/_cabinet/2/14/105/Combined_3_Year_Education_Plan_2015_2018_and_AERR_2014_2015_-_Final.
pdf

Shannon, G. S., Bylsma, P., & Washington (State). Superintendent of Public Instruction. (2007).
Nine characteristics of high-performing schools (2nd ed.). Olympia, WA: Office of Superintendent of Public Instruction
THANKS!

Any questions?